Behavior Management in a Classroom
Behavior management in a classroom is important in order to create a conducive teaching and learning environment. A classroom is composed of learners from diverse ethnic and cultural groups hence their behaviors might vary depending on how they are brought up and their ethnic and cultural background. Some learners might transfer behavior learned outside the classroom to the classroom setting which will impact the learning environment. It is therefore important for a teacher to have effective classroom behavior management skills that will enable him or her handle learners’ behavior. There are various behavior management theories that can be applied by teachers to ensure an effective learning environment. Some of these theories include Tuckman’s theory on group formation and Belbin’s team roles, Maslow’s theory of basic needs as well as Hertzberg’s motivational theory. This paper analyzes the factors that influence learner behavior with reference to some of the theories of behavior management.
Maslow’s Theory of Human Motivation
Maslow’s theory of human motivation also known as Maslow’s hierarchy of needs can be applied by teachers in the process of trying to understand the factors that influence learner behavior. Maslow’s hierarchy of needs is based on a pyramid that entails how needs are prioritized by humans (Maslow, 2014, p. 9). One of the most fundamental needs are the physiological needs which comprise of the basic human needs such as food and shelter. It is important for a teacher to understand that basic needs come even before education. A learner who lacks basic needs necessary for their overall well-being such as food and shelter is likely to behave inappropriately. Similarly, learners who come from wealthy backgrounds and have access to all the basic needs tend to behave differently from others. It is therefore important for a teacher to have knowledge on whether or not his/her learners have access to basic needs so as to predict and manage learner’s behavior for a conducive learning environment.
Tuckman’s Theory on Group Formation and Belbin’s Team Roles
Bruce Tuckman’s theory on group formation developed in 1965 highlights how a team is formed. Tuckman’s theory was then reinforced by Meredith Belbin’s theory on team roles that explore learner behavior when placed in groups. In the experiments carried out by Tuckman, the theorist was able to identify five stages of team formation namely; Forming, Storming, Norming, Performing and Adjourning (Manning & Bucher, 2013, p. 22). On the other hand, Belbin built on Tuckman’s five phases of a team cycle to come up with the nine ‘Belbin’ team roles that explore the contribution of an individual while placed in a team. According to Tuckman, a team’s initial stage is forming whereby team members behave independently. During this stage, individuals have not known each other well therefore, discussions will be based on defining the task to be undertaken by the team and identifying a leader who would lead the group. In the second stage, individuals begin to feel as part of the team. This is the stage when team members would begin raising their opinions and challenging other people’s views. During the third stage, team members begin to reach a consensus on the task assigned to them. This is where Belbin develops the team roles such as coordination, investigation, and implementation. By the fourth stage of the cycle, the team members have understood the group’s goals and objectives and begin implementing decisions agreed upon. Once the task has been performed, the last stage is when members start giving feedback and assessment of the task.
Application of Tuckman’s and Belbin’s Theories
An application of both Tuckman’s and Belbin’s theory on team formation and team roles would help a teacher understand how learners work in a group. Knowledge acquired from the two theories will also enable the teacher to be able to control group activities in class. Teachers can monitor a learner’s behavior while placed in a group as compared to when working alone. The theories also highlight on how grouping learners affect their behavior hence the need for teachers to encourage teamwork in learning (Scott, 2017, p. 16).
Herzberg’s Two Factor Theory
Fredrick Herzberg’s Two Factor Theory, on the other hand, explores what motivates people to engage in a particular task. Herzberg identifies two important factors that influence and individual’s behavior namely; satisfiers and hygiene factors. Under the motivating factors, the theorist identifies performance, recognition, responsibility, and opportunities as factors which motivate people to engage in a task (Herzberg, 2017, p. 3). On the contrary, Herzberg identifies factors such as working conditions, relationship with others, the physical environment and the relationship with superiors as factors that contribute to dissatisfaction. Borrowing from this theory, some of the factors that can motivate an effective learner behavior include; recognition, good performance and opportunities. On the other hand, the factors that can encourage unwanted behavior in learners include; poor relationship with colleagues, unconducive physical learning environment as well as a strained relationship between the teacher and the learner. Once the teacher has knowledge of both the factors that motivate good behavior in learners as well as those that encourage unwanted learner behavior, he/she can be able to choose the factors suitable for a conducive learning environment.
References
Herzberg, F. (2017). The Motivation to Work. doi:10.4324/9781315124827
Manning, M. L., " Bucher, K. T. (2013). Classroom management: Models, applications, and cases. Boston: Pearson.
Maslow, A. H. (2014). Toward a psychology of being. Bensenville, IL: Lushena Books.
Scott, T. M. (2017). Teaching behavior: Managing classrooms through effective teaching.
